Assessor Resource

CHCEDS412A
Contribute to continuous improvement processes within the education environment

Assessment tool

Version 1.0
Issue Date: April 2024


This unit applies in a variety of education contexts where it is essential for education support workers to review strategies in order to deliver optimum services

This unit applies to work undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional

This unit deals with the skills and knowledge required for education support workers to contribute to a continuous improvement process in order to enhance levels of education service delivery

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable

Employability Skills

This unit contains Employability Skills



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to a range of opportunities defined in the Range Statement, including:

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

appropriate documentation templates

a computer and printer similar to that used in the organisation context

organisation standards

information about the organisations continuous improvement processes

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Policies and procedures of the organisation that apply to document preparation

Methods that are used in continuous improvement in an education environment

Policies of circulation of records

Organisation's standards for service delivery

Organisation's recording, reporting and recommendation processes to facilitate continuous improvement

Benefits of continuous improvement

Barriers to continuous improvement

Formal and informal opportunities for professional development

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate participation in organisations continuous improvement processes

Comply with legislation requirements of the education environment

Effectively relate to a diverse range of people

Demonstrate practical application of new knowledge and skills in the workplace

Follow organisation policies and procedures for record-keeping

Use literacy to access organisation's information and complete documents accurately

Monitor and evaluate service delivery on own, team and organisation level

Use communication methods appropriately to meet recipient needs

Use clear, concise and accurate communication skills with diverse range of individuals

Follow organisation policies for preparing documents

Demonstrate accurate spelling, grammar and punctuation

Apply time management for prioritising the distribution of information

Use desktop computer and printer

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Continuous improvement processes may include:

Policies and procedures which allow the organisation to systematically review and improve the quality of its services and procedures

Cyclical audits and reviews of workplace, team and individual performance

Seeking and considering feedback from a range of stakeholders

Modifications and improvements to systems, processes, services and products

Monitoring and evaluation of effectiveness

Operations and services may include:

Development and/or provision of teaching/learning resources

Teacher support

Student support

Communication with parents and community members

Administrative functions

Operating equipment

Maintenance of equipment

Technology services

Reporting

Stocktaking

Setting up and dismantling of displays/learning spaces and activities

Projects

Facilitation of VET in schools

Effectiveness of service delivery may include:

Being in the right place at the right time

Accurate provision of resources

Timely provision of resources

Contributing ideas and suggestions

Following guidelines/policies/directions/codes of conduct

Using initiative

Management of students

Keeping a sense of humour

Role modelling for students

Valuing diversity

Following occupational health and safety (OHS) procedures

Compliance with principles of practice used in the education environment

Team members may include:

Teachers

Principals

Deputy Principal

Head of Department

Parents of a student

Students

Education support workers

Cleaners

Administration

Staff school officers

Tutors

Volunteers

Recommendations for improvement may include:

Alterations to timetables

Scheduling maintenance

Alternative resources

Alternative suppliers

Alternative systems/software

Reallocation of responsibilities

Rescheduling duties

Professional development

Report may include:

Verbal reports

Written reports

Completed forms

Agenda items

Risk assessments

Log entries

Document own work performance may include:

Anecdotal notes

Diary entries

Commendations

Certificates

Feedback received

Visual feedback/ photos/video records

Professional development may include:

Participating in mentoring and coaching

On the job learning

Undertaking research

Attending seminars

Attending courses

Participating in networks

Work shadowing

Job rotation

Discussions with supervisors and/or colleagues

Participation as a member of committees

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Demonstrate awareness of continuous improvement processes 
Accept delegated responsibility and demonstrate effective participation in decision-making processes 
Implement the organisation's continuous improvement processes 
Record personal reflections relating to operations and services provided to the education community 
Gather information on the effectiveness of servicedelivery from team members, adult stakeholders and relevant students 
Review service delivery using feedback from all stakeholders 
Formulate recommendations for improvement and discuss them with the team 
Articulate recommendations for action to be taken based on arguments for and against particular recommendations 
Provide issues and recommendations for improvement in a report to relevant personnel 
Adjust operational plans in line with recommendations and communicate these to the persons responsible for implementation 
Document own work performance and use the information to identify opportunities for further professional development 
Embed in practice responsibility for own professional development 
Incorporate new knowledge and skills into work practice 

Forms

Assessment Cover Sheet

CHCEDS412A - Contribute to continuous improvement processes within the education environment
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCEDS412A - Contribute to continuous improvement processes within the education environment

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: